S934 



S 534 
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Copy 1 



A Maim^all for Msglh Sclh©©!^ 

With Special Reference to SCIENCE and AGRICULTURE 

BY 
JOSIAH MAIN 

Department of Agricultural Education. University of Tennessee 



[CopyiiKlU ISIIIS by Josiah Main. All Kiglil?. Ue-.erverf] 



UBKARY ot CONGRESS 

Two Copies Rece.ned 

DEC 4 \20B 

I . Copyright t!i!ry_ 
CLASS Cw XXC No 







a ," 



,/ M.IXn.lL FOR HlCrll SCHOOLS 



A MANUAL FOR HIGH SCHOOLS 
With Special Reference to Science and Agriculture 

I. Point of View. 

Order is heaven 's first law ami this niainial is an attempt ti) sive the 
appearaiiee of m'der. to a matter that is more oi- less i-onfiised in sehonl 
men's minds. In I'eeent x'ears Ihe i-oiirse of stud,\- for the hisiii has been 
carefully -worked out and agreed upon and in its approved form is either 
Ihe workiufj plan or the ideal of standard hieii scdiools. Sueli course 
includes a e'euerous amount of woi'k in ])hysics. iduunisti'.w physical gcog- 
rajiliy. botany, zoolouy and physioloLiy. Since the best method of illu.s- 
tratiufi' an\' uid<no\vn fact m- prineipl(> is by means of familiai- materials 
arid since to a vast ma.jiu'ity id' pupils these for the scieimes mean au^ricul- 
tural materials eeonom.\' dictates the use of ^vhat the I'ural environment 
;.lf(U-(]s in leachint;- all sciences. ;ind no science slioidd be attempted that 
cannot be demonstrated by some means; oi- stated convcrsel\' fi-om the 
industrial viewpoint, since auriculture tlepends on a kno\vlede;e of all the 
scieiKMs the only vay to put au'i-icultural instruction on a safe, rational 
basis is to eorrclalc it with the underlyinc- sciences and teach both 
toeethei' witliout atleULptinii' to draw any very shar]) line to indicate when 
we pass from the cultural to the industiaal use. Granted that scien- 
tific subjects where as zceil laiio/il liave a cultui-al valui' not inferior to 
other subjects in the cui-riculum and tlial tliei'ef(n-e they should be as 
liberally provided for. and granted further that a reform in education in 
the interest of industrial vocations is imminent, how may .schools most 
economically meet the two i-equirements ? Here the school man is hesi- 
tating;- while the advocates of industrial education are not. The writer as 
a school man of some variety and lentrth of experience insists that if 



•2 .1 M.'lXriL I'OK IJhiH SCHOOLS 

(Hliic:iti(iij is to lie- i-('fiiriiic(! "1lic I'l-visidii slidiiUl Ix' by its friends" that 
w' iii.-iv lie saved tile expense (if a dual system of public odueation and 
lliat tlie ancient landmai-ks nf iiedau'ii^y lie jireserved. And in the present 
sil\iati(in it is liai'd Id li'll \\liieli is worse, the fellow who sees nothing 
lint a.m-iculture or the fellow who will hav(^ none of it. 

An arti'unient for the intrnduetion of agTieiiltural eourses into all 
seeondai'y schools (hieh schools) maintained by taxation of an agricul- 
Inr.-d puliiic should not be necessary and is not here attempted. This 
manual is intended to set forth a nietlind b^■ which the high school may 
not oidy ]irovide agrictdtural instruction to prospective farmers, teachers 
of rural schools, and preparatory students for whatever course or voca- 
tion, but also to show how the correlation of such agricultural woi'k with 
the high school scierK'c work may iinDicannablr cn/iaiuc tlic value of 
both In the course of study follnwing the idea of utilizing agriculture 
for the foi'egoing pur])(ises is woi'ki'd out and the oi'der in which various 
sciences are arrangetl and dexehiped in the course is not only an apjiroved 
scientitic and pedago^ic;il order but will also be found to satisfy the 
<irdei' imposed by the s\iccession <if seasons. For there is a tide in the 
alfiiu-s of the farm home which the agricultural teacher should take at 
tl:e Hood, launching his to]iics at the right psychologiciil monuMit to at- 
tain tile maximum of interest anil to at'f'i'ct most prolitably the succeeding 
crop. 

Whetiier tile colleec or nni\'ersit\ endorses a ]ilan of education that 
is siH-cessful locally is a matter of small concern to the school since so few 
of its students are destined to go I'ai-tlier tlnin the home school. The 
high school is the people's colli-ge ,-ind ;in.\- -warping of its course merely 
to satisfy college entrance re(piirements indicates a misconccjition of 
the furrction of the imblic school system. However there should be no 
war hei-e as the uni\-ersities stand for this same idea of education and 
will iiK'ct any school that |irovides the proper ;imount of thorough pi-ofit- 
ablc work on any subject. The high s(diool is less dependent on main- 
tenance of aiM-redited i-elat ionship timl the colleec oi- university is. 

An examination of the agricnll ur;ii to|iics ennmci-ated in this course 

of study should convim iie that like nil other sub.ieets t,-iiiglit in the 

high school the only safe preparation for the teaclii'r is collegiate train- 
ing; and very much of the \\oi'l< now from necessit\- presented only in 

the agiicnltural colh'ges is i lore than secondary in grade and is des- 

ti 1 to be removed to the liigb schools as soon as they juit thems(dves 

in the propel' attitud<' to receiv.' it. l<'or su<di services the best high 
schools will, as they now do in the case of other instructors, pay more 
lliaii the colleue or university pays its instructoi's which because of their 



A MANUAL FOR HIGH SCHOOLS :5 

scarcity is also more in the case of agriculturists than of otlicr cxpcrl 
teachers of equivalent attainments. 

The prohlcni of li-ivini;' ajjrricultural instruction in hiiili schools is one 
of preparation of the ti^acher. of cooiieratitm of the community and of 
providinii' the funds. The hoard should thi'refore expect to ]irovide more 
nie;ins anil know what the additional expense is to he hefore installintic 
the course. What that additional expense is to lie depends u])on the 
plans of the school, the extent to whi(di the community is willing- to co- 
operate, and the ahility of the aeri,-ul1urist to t^ef the most out of liis 
eipii|)ment and environment. 

The ultimate aim of ai^i-icnlt nral education has not always been 
clearly detincd. To many of its strongest advocates and the in<lustrial 
masses ecnerally it means ureater efficiency in the work hy which they 
maintain themselves and tlmii- families, and an alleviation of hardships. 
I'raisewoi'thy thoufi'h these motives may lie, to the writer it means much 
more as an ■•ducational refoi-m than it docs as an industrial reform simply, 
a statement of reasons foi- which licliid' would he areunn'ntative aTul 
are therefore omitted. Hut that helicf I'Xplains the point of view and 
for that reason is mentioned. As an educational i-eform its oi-ie-jn is the 
univci'sities and its destimition the lii'^h si.-hool in which many of the 
influential citizens of the futui'e are to -ct their final traininc- jmd the 
rural schools of which none are ton hnmhle oi' too poor t(.i have tile Iwne- 
tit. And as the oidy firactii-ahle route li.\- wliich the r\iral schools nia.v i;et 
the henefits of the reforie is by way of the hiuh schoid of which evei-\ 
county is destined to have one i>v more, the hieh school shoulil he 
made tlie I'ural teachi'rs' traiinnu' school. Tin' liieh sclnud should there- 
fore send its students in tlll-ee directions — to activi- life, to the colle<,'-e. 
and to the rui'al stduiol. 

The sidi.jcct of atirii-ulturc should lie incoi-poiatcd into the sc-icnce 
work of the hig'h school and not superimposed uiion the already crowded 
lii^'h sidiool conr-se — a mistake that has lieen made often enouoh that it 
should lieeiii to he aiipareiit to the friends of asrieultural eilucation. 
And for this purpose only the "principles" of a.u'riculture (or any other 
vocation) have a right to a plai'e in the ciiurse. That all princijiles of 
agriculture are scieiitifii.' primoples and as such ai'e the most familiar 
and a\ai!alih' for cultural use is here asserted and in the accompany- 
ing coiirsi' of stuily (dearl.\" illustrated. Courses of study firovidiiig 
speciheall.\ methods and ]irai'tices In the economies of cultivation 
of iiai'ticular crops. harvesting, pri'sei'vat i<in. lireed peculiarities, 
care of herds — all being matters id' information and skill in the 
vocation of agriculture have no more ]ilace in a general high 
school course than have the methods and technical phases of eomuierce. 
telegraph.w music, photography, pharame.v, assaying or a multitude of 
other suh.jects which the liiuh school course deals with theoreticall.v but 
without aiming to turn out skilled operators. The ailvocates of agTi- 



4 A MANUAL FOR HIGH SCHOOLS 

(•ultui-al t'(hic'atit)ii in llu- liifj;li scli.iol should be satisfied to havL^ accurate 
instruction o'ivcn in llic ucncral iirinciplcs of the vocation to such ex- 
lent that the luipil will have both incentive and ability to master the 
details in his own peculiar way. Such instruction should not be merely 
general infin-iiiat ion but should be technical in a sense but it should be 
the teehnic|ue of seii'ucc and not thi' techni([ne of agricullure. To de- 
iriand mure than tins will lie 1o desti'oy the value of the course for general 
<-lass usi's, to arouse the Just o|iposi1ioii of school men (whose jealousy 
of educational prini'iples involved is e\en now very a|)parent) and to 
injure and dela\' the cause. 

The scientific principles involved in agriculture arc limited in num- 
ber and ipute definile in character. ISu! thci'c is no limit in theory nor 
in fact to agricultural methods ;ind |u-acl i<'i's. And these latter in a high 
school coiu'se of study lia\i' no \alue to the large majority of students 
who should understand the principles. Tlie high school cannot lio|ie to 
produce operatives as well pri'pareil I'or imme(li:di' employment as can 
the business colleges and the training and industrial schools though it 
does give all the ti'aininLi for a f;ir gieatei- success in those callings than 

can any shoi't course of iceiiti-ated ctfiu't. And the i-easons f(U' this 

are deep si'ateil and involve I lie psychology of adolescense. Agreeable 
to tlicsi' reasons the pi'o]iei' I'elatioii of the high school to vocation is as a 
in<'ans of dis<'overinu natui;'! talent for the \'ocations by giving as v.'idc 
a tield for the ]iupils' prereriMice as posible. l!i'yond this anmunt of 
iiisti'ui-tion the teacher of agiacultiii'e can <piite projiei-ly devote such 
tinie ;is he e;in spai'e to ilisl IMK't ion of those Jiupils who luive elected agri- 
culture ;is a vocation in the best agricultui-al practii-cs but this latter 
purposi' slnndd always be secondary. 

II. Coiu-se of Study. 

The jimouiit of work suggested lo're is pretty close to the upper 
liniit. The amount of work the school m.-iy accomplish depends not only 
on how many topics are loiiched upon but also on what the teacher is 
able to make them mean. Any person of agricultural ex|)ei-ience is 
well aware that it is of such a nature as to admit of neither definite ap- 
poitionment in ancunit noi- location in time, .\evcri heless the >nm 
should be high and .a eonipb'te plan kept in mind in oi'dei' to in<luce and 
measure progress fmin ycai- to year and to properly appoi'tion effort 
between subjects. 

Xo attenipl is made m tins coiii'sc of study to develop ot)n-r topics 
than th,. agriciiltinv and its related sciences because such other topics 

''•"■'■ ' " '■^I'ausiively ,liscuvsed and expanded and becau.se this is a 

'"-•' ^'•'""'' loannal of a-nculture. Its |,urpose is to enable the school 
man to lake his Ih.ann-s. iJu* it eannol at best be a substitute for tech- 
nical training in agiicnltun ,,n the part ,,r the t, adier. The problem 
IS not t,, be solved by a formula. 



A MANUAL FOR HIGH SCHOOLS o 

Explanations ; 

Bui. means Fanners' Hulletiu. 

O. E. S. means Uulletin nf tlie (>fiiee (if IvKiiei-mient Statiuiis. 

Year Book means Year Book of the Uepartiiient of Agrieiillure. 

Stat, means Bulletin of the Experiment Station of the state where 
the school is. 

Proh. means problem. 

Exeiirs. means excursion. 

Micros, means microscope. 

Lab. means laboratory. 

A unit consists of 'Ml weeks' work with (lailv recitations (if -1(1 
minutes each live times ])er week. Twn lalioratory or cxinr- 
sion jjcriods are equivalent to one rceitatiini pei-iod. Vaiiu' nf 
irreiiuiar work should be estimated ini this basis. 

lieadint;' assii^nnn'ots and text books are printed in italics. 



Courses; 

Preparatory and general 

Literary 

Scientific 

Engineering 

Teachers 

Industrial 

Short courses in Agriculture 



Groups; 



Englisli 

Foreign Language 

Sociology 

Mathematics 

Science 



Subjects 
II 21 31 41 
I'J 22 

82 42 
18 23 33 43 
14 24 

34 44 
ir, 2-, 35-6 

45 



Pedagogics, supplied by Co. Supt. 



For whom prescribed 
S E T 



s 


E 
E 


T 


s 


E 


T 


s 




T 

T 


11 


12 


15^ 


4 


3 






No. units (years) prescribed H 

No. eleclives 7 

Required for graduation 



16 



A MANUAL POK HIGH SCHOOLS 



Subjects by Years 



I 

11 English 

12 Foreign Lang. 

13 National Govm't^ 

Accounts yi 

14 Algebra 

15 Elementary Phys- 
ics and Phys. Geog 



SCIENCE in detail (three Periods per week) 



FALL 

Mechanics of liquids. Pascal's law. capillarity. 
Properties and states of matter. 
Force; composition and resolution, moment. 
Specific gravity Tamr Daiii. Phn. G». .■ Eanh. Sia. 



WINTER 

Mechanics of gases, Boyle's law. barometer. 

Heat, thermometer. 

Meteorology. T. nr D-: Aimnphx 



SPRING 

Structure of earth's crust, collectic 
Weathering, frost action. 
Local topography, stream action. 
Mechanical principles, r. er D. Plaii 
(exc 



II 

21 English 

22 Foreign Lang, 

23 Ancient Hist. 

24 Plane Geom. 

25 Botany 



FALL 

Structure and function of flower. 
Analysis and classification. 
Ready recognition of 12 families. 
Fruits and fruiting habits. Ltavittand Crar, 



SPRING 

Physiology; ge 
Seed structure. 



Ill 

31 English 

32 Foreign Lang, 

33 Civics '/: 

Economics ^i 

34 Algebra >< 

Geom. 14 

35 Biology and Invert 

Zoology 

Firsl halt 3 periods 
Second half 5 periods 

36 Chemistry 

First half 5 periodi 
Second half 3 periodi 



Insects; structure, de\ 
collecting am 

by orders, 
relation to plants, Ht 

WINTER 

Protozoa, bacteria, yeasts, i\ 
Cell structure and division. 



iifying lab. guide 



Chemical theory and 
. lab. guide. 
Chemical processes 
in arts and industries, 

Snrdir. 



SPRING 

Other invertebrate types 
Parasitism. 
Systematic zoology 



IV 

41 English 

42 Foreign Lang. 

43 European Hi»l. 

44 Physics 

45 Physio logy and 
Vert. Zool. 



FALL 

Animal tissues, (micros. ) 
Skeleton of man and of othe 



Mu 



cles of 



EMt. 



WINTER 

Lab. dissection of rabbit, pigeon, turtle, frog, hsh. 
Comparison of structure; musculature, digestive, circu- 
latory, excretory and reproductive systems. 
Lower chordates, systematic zoology. Uirrid 



d natural selection. 

s and special sense organs 

nd geographical distributi( 



Sug'gestions : 

Engineering' prep, students iruiv he cvciisetl from the aKrieultural 
phase of 2.5 and 45, Where tlie .si'Ihki! pnu-iilcs inaniial trainino- it should 
tlierc ]),. oiveii in lieu nf the jiorieult lire, 

<iirls in Seienee eonrse nia.v he e.Keii.sed from the ag'rieultural phase 
ot Selene" eonrse as ftillows: 15 spriiiu', 'l'^ spring'. 45 fall and spring. 
Where the seliool provides domestic seieiiei- \\-ork it should he taken in 
lien of agrieidture in those terms. 

Pupils in Teachers" and Industrial courses should take as mni'li of 
the manual training- as their schedules will permit. 



.1 M.IXr.U. I'OK HICH SCHOOLS 



Correlated with AGRICULTURE (two double Periods per week) 



Moisture control, mulches, field sample 
Soil axperiments in laboratory. 
Physical analysis and classification. 
Drainage methods 



Soils of state. 

Physiographic regions of U. S. 

Daily weather map. 

Climate and physiography as related to ; 



Local soil areas, collection. 

Soil temperature as related t<> drainage, colo; 

Control of te.Kture. Implements of cultivati. 



, slope, texture, depth. 



Economic representatives of 12 fa 
Fruiting habits of plants, (useful 
Seed Collecting. i excurs. ) 



lies of plants. 



Cereal judging. 
Crop statistics. 
Special articles. 
Budding and grafting. Propaga 

Pruning and spraying. 

Seed and seed control. 

Viability tests. 

Scht>ol plots. (breeding, desir; 



Bull. 134. 154. 157, 

181, 1S5, 260 
0. E. S. 1S6- 
Ytar book 



Buls. 195. 21S, 253, 



Injurious insects, nature of damages. 
Life history, repression. 
Collection and preservation. 



Buh. 47, 12 



Germ diseases of plants and animals, repression. Buls, 192. 203. 245. 256. 278 

Useful bacteria and yeasts; in arts, in agriculture, inoculation. 0. E. s. 195 
Composition nf soil and of plant foods; pot demonstrations. 
Composition of 50 common substances, foods, fertilizers, and reagents. 



Relation of soil text 
Fertilizers and 
Plotwork in fertilizers 
Foods and nutrition. 



to fertility. 
Iprobs. ' ri 
d legumes. 



Bull, m: 121. 247 



a-i^es and forage, 

eding farmanimals. ( probs. ) 

■ine. sheep and beef judging. 



Buh. 11. 66. 71. 147 



Farm butchering. 
Meat; value and location of cut 
Milk: composition and testing. 
Poultry. (excurs. ) 



Horse and dairy cattle judgin 
Improvement of plants and ai 
Mapping local farms. 
Farm buildings and equipmen 
Fa'"m management; rotation. 



nals by selection. 



Buh. 95. 126, 187. 235, 2''0 



l'i'(i;iot,u|r.s sih.iihl lie provided \\}\- s[M'('i;ill\ liy the r(Mitit\ siipcrm- 
ti'tnl.'ril t(» suit .srlh'dulr nf those t;iklliu th<' T<';U'll.'rs ' coinsc. 

Siiliji'cts ^vhi(•ll iiiav In- «4i\-cii m .■dtiM-iintc y*';irs nvr us t"olloA^■s; 

lo Mild 1^:;. :;i Mild 41. ;i;i and 4;{, 
i:> and :^:». :;i» an.l 4-J. ;U and 44. 

.This altci-iiat ion i-ediuM's the nniiil)<*r .d* d;Ml> i-ccitatKms tVom lil tn 15. 
IIo\V('\('f it may I)c hctliT to iiiako tAvo di\:^ions in idass ^'t and (dass 2') 
keojnno- first year pupils to tin'iiiselvrs. The lahor (tf daily ])n'paration 



s 



, I MA.\'U.IL FOR illGli SCHOOLS 



(if in:it<'ri;ils which is iici-cssarily s'rcat will still hr saved hy Uw alterua- 
timi. 

Whcrr the school can allonl but two t<vichcrs nr where much is 
attempted in niamial Irainiii^ and domestic science or when- ^^nimmar 
i^rade subjects ari' carried inlo the liii^h school this course may he short- 
ened by cnttiiic- i.fr the toiirth year and oiriiltin-- :V2. XI and :U. In this 
ease .'il would be i:iven w-ithout alternation and 4.') civen in a modified 
form in the third yeai- for the lienelit of industrial and shoii course 
students, 

Whei-e Ihe school can a IVord sufticient fcu'ce of te;ichers. alternations 
should be (huie away with ami imu-e foreii;n lancuaiic added. 

Discussion. 

The column lieadccl "Science" tjixcs su^ui'siioiis as lo the most im- 
jKirtant tuples to be developed in each scien<'e subject and in a <;-eneral 
way sncgests the (U-der of development. Ilowe\cr no scheme such as 
this can properly diprive the tea<-her entiiely of his rii;'ht to ])lan the 
woi-k after his own ( enli^hlened ) ich'as of de\elopnient of his subject. 
The topics enumerated refer- to laboi'atory work, lectures, and text hook 
assignments, thonuh the laboratory Avin-k was most in mind in the pre- 
pai'atiou, Ti'xt book work should be i-e^uUirly assigned ordinarily in the 
order prcsenled in Ihe text. The texl book thus can usually be made 
the tanuible means of continuitA', uiviiii; a fecliiiL; of ileHniteness to the 
student .and aft'oi'ding ;i mi'ans oi' review of princi|)les. The laboi-atory 
work of this column neiierally ]ireei'edes tin- corrcspondiuL;- sidijeet in the 
" Auricullure" column and where ]iossible is presented ,iust preceding the 
season A\hen its agricultural phase is at high tide on the farm. This 
seasonal succession dict.ates.thc orilei'id' presentation. 

The column headed "Agriculture" suggests Ihe best means of illus- 
trating by familial- iiiaferials scientilic principles which withmit familiar 
illnsti-ation would Ik- \;dueless foi- wliale\'er purpose, h'oi- ]irinciple.s are 
not i-ecpiired until thc\ ai'e a]iplied nor are fads leai-ned luitil they are 
visua.lized. This is the significance lo the student who takes science 
foi- its ■cultural' purposes only. Convei-sely the i-olumn lii-aded "Scieiiei'" 
gives lo the pupil ,,[ the Industrial course a mastery of the principles 
underlying his future vocation willioul which he is a slavi- to rule of 
thumb mellK.ds .-ind tradition. To get Ihe beiielit of each others view 
point and to eorreel the nnsynimeli-ic,-il devi-lo]iment each would get if 
segi-egated from the othi'i- it is nccessai-y to have both gi-oups of students 
in the same ela.ss and tin- .science teacher should of course be the teacher 
of agricultur.-. \Vh,-re lb,, seliool provid,.s cours,.s in domestic science 
the teaclKM- of that subject could very properly tak,- the chemistry and 
assist in biobigy :,n<l iihysioh.gy. Hut f.)r general p<-dag<.gical reasons 
any attemjit at specialization in teaching should so .-ipportion the work 



J MAM'AL I-OK HH;iI SCHOOLS !) 

hi'twccii tcar-hcrs as to ui\i' lln' lii'sl yr:ii- lii^'li sc-Ihh,! pupils as frw 
tcaclii'i's as jiraeticable. 

The laboratory work should all Ix' ilour in our lai'gc ro(uu ami rcci- 
latious in scii-ncc ;nul auricultui-i- slmulil ln' ciuiilucti'il iu the same roinu 
in tlu' lu-csciirc or the diunoustfat ion ni soiiic i-rlic of it to coudcnin hiui 
w-lio dors not keep his wits almul hini. This |ilan will save much iu 
duplicatiiui ot a|)paratus and murli mm-r <'dm-at ionally in I'orn-lat lug 
and unir\iu,u- ail srieui-c through thr ay ricidtural medium. And this 
iiK'thod A\ill rmiihasizi' the fact that sciences e\i'n for cultural purposes 
are learned to he applied and that nature cauuot he ciliated into iie- 
stowinu' till' hlessiuu' on him who falls short iu this reipiii'emcut. I'upils 
should see the settiue- uji of each ex]ieiiment and ha\e a clear idea lie- 
forehaml of what it is intended to demonstrate. All work prepared and 
deiiKUistrated at the expeuditui'c of coiisiderahle time ami lahor should 
!)!> seen by ami cxplaiued to all scieuci' |nipils reeai'dh-ss of their classi- 
licatioii. There should also he a special auricult iiral room eon\euieut 
to the lalioratory, suited for idass use in eraftiui;, liiiddiue. milk testiue. 
weighing, cereal judging', etc., and storage. 

Since agriculture deals with gross and varialile materials the laliora- 
tory work' ill agriculture ma\' easily lie ni.ade more technical and exact 
than the occasion warrants. The te.achei' should remember that elemon- 
stralioii and not investigation is the purpose. .\nd iu the laboratoi'y 
woi'k in scicnc(> a similar mistake may be made by leavint: the pupil 
•■stum|ied completely" !)\- ;i printed laboratory uuidc which, he is un- 
able to ti'auslate into action. The te.ieher would much better have a 
hand iu cNci'y experiment or operation lli.-in In i-isl< ,i loss of interi'st that, 
far outweighs tlie opjiortuuity to tea-li the "scientiHc method." The 
teacher will aceompli.sh much more by leadiiiii' in manipulations and 
pciaiiittiiie- pupils to repeat for their own sat isf.-icf ion at their leisure 
when their delays .are at theii- owii expi'iise. 

The daily program may be so arranged as to bring agricultural 
woi-k last on the days' iu'o.jr':im, the iisiui! closiim houi- coming at the 
udddle of the double jierind where the dosing hour is 3 o'clock or earlier. 
The double period m.ay Ik' thus economically use,] for excursions and for 
bringing up irregular woi'k of jiupils whei'e neetled. 

Certain additional economies in this course of study should be men- • 
tioned. It will be noticed that excursions are arranged to come in fall 
and spriny terms when th<- season is more open and life more active and 
that aericultnral literatu.re is assiuned principally to the M'inter term 
when the season induces less auricultural activitv and storms and dim- 
nnshcd daylight conduce to reading ami study. It will also be noticed 
tl'^d th<' nse „t nucroscopes is prescribed so as to distribute them throu-h- 
ont of till, three terms. Other economies to be .suggested are the ren-ular 
testing of milk samples and in the spring via],ility and pnritv tests of 
seeds at The laboratory and the weighing at the school of articles and 
stock marketed from or brought to the .scliool community 



10 ./ M.ixr.ii. I'oK uniH schools 

'I'lir li:iliil III' wciij hill'.:, nicnsiiriiiy- and testing articles of (•(iiiiiin'ri/c 
is :i oiiii(i iiiic t 1 i-ultivatr ;iiiil tlic cstablishllient of stock scales at tlic 
sriioi.i Ikhisc iiiav lie iiiailc a iiicans not only of stiulyinii' fattriiini: di'o- 
I'cssi's lull of |iro\ hliii;: |irai-l ice in all kinds of stock jiidirinL;' and of 

iiiakiii', till' i-iiiir^c rr piart iralilr I'm- ijirls. And it will 1m' tin- moans 

of liriii'^iii- 111 Ii'jIiI llio liiililrii licniiis of tlir stock .jiiduo. the exp-'i-l 
uiiossir of wi'iulit "iMork. iii'j lorioiis" tlioiiuh he may otherAvise he. 

The high school should admit to its reiiidar eonrses only those pu- 
]iils who are nf siiilahle liiuli sehiidl at;e. iif ^iiinl mind and intentions 
and who lia\i snflieieiit facility in I'eadiii';'. writin;;'. tit;iiniiii' and Ian- 
L'lni'.:' to can\ the wmk wilhunl iiiipediii'.i their classes or niidiily liur- 
ihiiii'j their teachers The prini'ipal may satisfy him.self reu'ardiiie 
tlie-i |irerei|iiisites liy exaiiiinat ion of the |Mipil oi- of his credentials. 
Short ciiiirse students and farmers should lie admitted tn all aurieiiltiir;il 
work without scholarship reipiiremeiits and wilhmit I he ciu'reUited 
science work. They may |iro\c :i \alnahle hallast to the class and aid 
111 preparini; matciaals. The\ shiadd lie indin-ed to ipia,lif.\ and enter 
recular cuiirsi s. The ili\ision nf the school year iiitii fall, winter ami 
spriiiL; terms makes it eas\ for shoit course students to iMiter for hrief 
periods 

The passing grade in agriculture should he i;raiilcd on at tendance 
and |ierforma iici' of manual assiLTlimeiits and on concise notes ami draw- 
ings rather than oii ahility to write an examination. Can'fully kept 
note hooks should he uisisied upon e\cii at the expense of procrrss. and 
till- expression of praise should lie that '■he did good work"" rather than 
■■he mad,, c'ood orades."" 

Other Subjects. 

The other suh.jccls of the llluh school course call fol' hiaef discii.ssion. 
The inaimuration of aericull iir;il wurk need ha\i- no ilirect iiiHiieiice in 
dielatiiiL; the woi-k in tin. Knulish. foreign laiiniia^e. mathematieal oi- 
sociological uriMips. and what is said i-onciuniii'.^ them will, it is hoped, 
he corrcci peilacocy aside fi'oiii the agriciil I lira I halo that pervades these 
pages. 

The purpose of the English course is tin- teachinc of ,.,u-rec-t expres- 
sion, the mastery of a fe\^• chissics and the instilling of a desire fov more. 
Technical urammar and rhetorii' arc to he considered of value oiih in 
!.:i\ inu' Icacher and pupil a voc;ihuiar\ for hilielling diriereiit elements of 
slriii'ture ;inil ditfci-ent forms of expression, whereliy they ma\ discuss 
underslaiidiinilv the literature, themes and \'ocal expressim. which con- 
st it iitc Hie real snh.ject matter of the course. As technical exiu'ciscs of 
cultural or ilisciplinar\ \alne in t liciiisi.|\es they should never h,. per- 
mitted lo mlei-ferc with Ihi' primar\ purposes of the eiuirse. Kid- such 
disci])liiiary purposes llie\ should if used ;it all lu' placed last in thi' 
eniirse where they will not inlerl'ere with the primary |)urpose; for coi-- 



.-I M.-IM'.IL l'(U< IIICll Si HiXU^S 11 

iTi't fxpi'ossioii (-■(iiiii's iiHist I'H.sil.N iiiid iiMiNt UMiallv tliniii'^li prartii'C 
with 'j:oih\ writti-n aiul (U'.il niodrls fnr imilatioii while technical uraiii- 

iriar and I'hetnrie teach one t.i dasMfx ral hei' lliai rrect liis errors. 

Short themes and I'hetdl'ieals should lie rr<'(|iieiil and the stuily of clas- 
sics continu(pus. Colleec iMiirance re(|uir-enieii1s in Knelish have liecn 
a safe fonndati.ni lor the eonrs.^ in litei-alure, .Mytholouy. biography, 
and political and litiTary histor.x aid in their intei-pretat ion and con- 
tribute t,n-eatly to interest. The readme of nio<lern fiction should I'onie 
under the direction of the teaidiei'. while no ereater or more lastiuir 
picasuie can ccniie fi(nn the course than a sy in|ia1 liet ic stud.\ of standard 
fiction. 'I'hi' school librarx shoiiM provide stamhird tii-tuni and .juveniles 
from which to reiiailarly prescribe :iiid hmii. 

Authcn-s of hiuh s(diool mathematics have too often preferred after 
teachinc- a principle to cairy it into some difliciilt applicatuui rather 
than s(une useful applieat iini, .\ difliciill task should have some .justi- 

fieation other than the pleasure nf its a mplishment. 'fcacdicrs who 

have edtteli past the difhcnltli'S .'asily lor-et llial there ma\ be little 
picasui'i' in appl-oaidiine the task for the liisl time as the pilpil docs. It 
is a well known fad that class i-aiiks are sadl.x <leeimated dnrinu' the 
early part of the hie-h sclio,,! cMiiirse and tlu' c^ins,' ma> Iw partl\' here. 

To deiiionstivite mathematical principles by tl asiest methods and 

drill ill them by a sufficient \ariety of easy ri'preseiitative ]u-oblenis such 
as appears to be the plan of a new aleebra b\ Slaiiiiht ami ixnines s<'ems 
the best economy of lime and I'ffiU'l. Thysii's as a fourth \ear sub.iect 
should be qnalititative with drill in measurement and a few illustrative 
probh'iiis for each principle involved. 

Three cdasses by alternation co\-eri]ie fdui- years' work in foreigB 
language, preferably Latin, is as mu(di as tli.' I hi-ee-teacher liieh schodi 
can afford. Should another teacher be ad<led I wo years of modern lan- 
ijuasc slnudd be includctl. 

The sociological group is intended (specially i'l'V those who make 
the hiuh school theii' finishine school, the assumption beini,; that othei's 
will yi't sindi courses later ill their sludies. The ancient histiu'v will 

supplement the work of Kn<_;lish and Latin idasses, and the n hanical 

drill in book keepine- and C. S. ( 'oust it iil ion are well suiteil to the lirst 
part of the course. The work on the ( 'oust it iit ion should lie in ci.nnec- 
tion with a review of the ciii:st itnt imial period of W S. history. Citi- 
zenship and economics of the latter part of the course affoi'd trainine in 
lo'^ic and debate and ai'e coi-rclated with thi' course in Eui'oiiean liistory 
which aftords examples of the oiaeiii and develo|imerit of mir present 
standards of ecomuiiics ,ind eiti/eiiship. Thi' course in Kiii'cqieau llis- 
toiy slimild devote spe(.dal attention to the history of Eneland. 

.Mthoueh arithmetic docs not appear by name anywhere on this 
course (if stiid.v no course devoid of a^ricull ore could li\- e;jvini;- arithme- 
tic a distinct plac<' in the course provide more valuable practice in all 



V2 .1 M. IXC- II. I'Ok men SCHOOLS 

:i|ipliciit iiMis (if lli.it Milijii-I tliaii may lir (ine of this Isiiicl. In tlii' fii'st 
\r:ir tiKiistuvi' and liiiiiiiis ili'l I'l'iiiinal inns and soil analysis i^ivc all ap- 
plirations of p(jr(M'nta'^i- and IIk' hall' ycai' in ai-counts jirovidrs liiisinrss 
afitlniidii' ; and those who desire may iind the hnvs of liipiids. leases, and 
maciiines rich in jirolilems involvine- iivopoi'tion and analysis. I'lane 
uconiel ry in lln' second \ ea r snpplies mensnration in i|nan1ilies snflicient 
for all demands whih aui'icnli ural statistics form a distinct and much 
neelecled phase of a I'll lim.'l ic including; the makiny and I'eatlinn' of 
cnr\'es, and seeij teslmu continues the use of jierceni a i;c. The Ih.irtl year 
introdnces a varii'ty id' Ihe linesl exercises in fertilizers involvinij ])ro- 
portion, analysis, and pei-cenlauc while in the fourth yeai' the niakiiii: 
of rations, milk tesliiie-. and \\<>l! planm-d farm jirohlcms in ('((uipnicnt, 
maintenance anil \ariety of farming' iinolve evi ry ehaptei- of arithmetic 
fnuii Avei.eiits and measuies to alliuation. with a cham-e to uet more liy 
tile election of physics. Ar'ilhmetic presented in this form is \ital and 
coidriluites 1o the aurii'ult ural work in sucli a way as to ])ay foi- the 
time and space it takes liy i'i'i|nirin<4 a precise knowledee of the au'ricul- 
Inral oV scientilic factor iii\ol\eil A\hich cannot he better emphasized 
and illnsi rated than by a probliMiL .Aloreover. considered |Mirely as an 
a I'il hmct ical exercise no better medium for teaching- ariflimotic can he 
found than this wlieie ;diilit\' to understand concrete ]H'ohlems (h'pends 
not upon the interpi-etation of a ready made statement of possibly un- 
familiar factors winch constitutes the chief difticidt\ of most sludeids 
in arithmetic, while abstract pi'ineiplcs of factol-ini_;-. pro|)ortion. ])owers 
and roots are much moi'e clearly iiitroduceil as pi-esented in alu'ebra and 
eeometr\- free from the limitations peculiai- to arithmetic. 

Drawing, lik-e aritlnm'tic should be tauvht I'ceularly in connection 
with the Science ;irid A'.:i-ieiillnre and e.speciall\- ^Nifh the laboratory 
\\oi-k. if the ps,\ choliejical moment foi' prese!itin.u a tiling: is when the 
student recoLiuizes that the tliuie is needed, the need id' drawint,' to 
express and rccoi'd facts that cannot otherwise lie accurately expressed 
.justillcs placini;' it with these sub.iccts wlici'e the rcci|irocal advaidau'c 
of interest and utility are secured. .\ [ilan suited to the devclopimuif of 
the Sciei and A ericult II I'e iiiicht be as follows: 

I. Diaerams illnst rat inv' experiments and demonstrations. I)i-a\v- 
ine of \essels and apparatus. I'erspective and shadius. 

II. f'loweis. leaves, seeds and, seedliuas. Water colors. Sections 
of seeds and stems. 

III. Insects and microscopic forms. Dias'i'anis of invertebrate 
structure. ( 'liemical apparat us. 

I\'. \'ertebrate tissues and oi-i;ans. Domestic ;inini;ds. Farm 
bi-iililiiies and de\ ices. Lettei'inc' and map making'. 



.^ MAXl'.lL FOR fllCH SCHOOLS J:i 



III. Management of AgTicultural Literature. 



Nature of the Problem. 

WlidcvcT li;is lii'iMi on tli<' iiiiiilino- list >A' tlir Ani"i'-iiltui'al Depart- 

liKMit mill cif till' v.-iriims cxpi'ii lit stntinns will l<nii\v the uonfusinii 

into whii-li his talili's nnd shrlvos soon ronir in his desire to preserve the 
li;istil\' seanneil tide of l)iilli'tins whii-li eonie pourint: in from lifty or 
more [Miints of Ihr eiim|i;iss. 

A carefully prepared linlletiii eontainiiiu. :is the\ ofti-n do. a hi^'h 
de<i-ree of scimit itie skill as well as months of |ia1 ient lalmr in its i)rei)a- 
ration is. aside from its inii-insie merit, an oli.jeet desei-\int;' of the Lireat- 
est respeet. Iliit the iieeessit.\ Avhieh eoiideiiiiis a large share of them 
•■111 111- hinneil li\ the romimin Innuinan" is responsdile for a had haliit 
wliieli one ma\' aeipiire of hardenini;' his heart against the iindiseovered 
merits of what ma\ he a real tieasnre whieh nnlieensed jiriiitini;' and 
tlie frankiiiii' privilei^e throw at his head. 

Thi' value of aLiiacult nral hnlletins has heretofore heen rhieflx as a 
means of (•ommiuneat ion lietween distant invest i|_;atiirs and as a store- 
llonse of the seieliee. Little of tile praetieal seii'lU'e is as Vet in the 
text hook form and \\hat there is was taken mainly fi-om hnlletins. -He 
who would have the lii-st and elieajiest information and he who would 
III' at the J'lirefriint of at^rinilt iiral prouress will Hnd it expedient tnjiidiic 
earefiill\ 111 ioiT ri'jiTt int; anylhiir.j. The pi'olili-in is easy for the s|iiei^ 
alist and there is lai |irolili'm at all I'm' sneh institutions as have ample 
lihrai-y spaei' for all aurieiiltiiral hnlletins nor for the larue ehiss wlio 
receive Init ha\i' no use for any of them. ISut those to whom this article 
is specially addressed — schools with lihraries whose scope is i^encral lint 
win. sr spac is limited — ma\ lind il ncci-ssary t'l ih'U'e di epci- than the 
title paue hi'fore ]iassin.ii' u]iiin the value of an aKi'ieultui'al liulletin with 
anythiiiL; like just ii'e. 

The jioiiit of \iew iiaviuL; liceii hetrayed it may as well he said iiici- 
(h'utally that e\ery ciiiini\ should maintain a high scliool where (in 
a (hi it ion to re<;'ular aurieultiiral inst ruction ) the following or some si mil a !• 
system of I'l-criviiiL;-. ]iri'serviim' and usini:' the Faiaiiers' r)ulh'tiiis of the 
Depai'tnieiit of Atirieulture at \Vasliim:ton and the liuUetins and circu- 
lars of its own state experiment station as well as the most appropriate, 
of neirrhhorins' states is practiced. Such literature and often well hound 
^■llluml's of annual reports nia>- he had for the mere asking;, 'i'lie om- 
whose hnsiiiess it may he to receive and pi'eserve in accessihle form this 
heterooeneons mass to lie used for convenient reference will need the 



u 



,; M.ixuAi I'OR men schools 



experience of some one who has had to consider this problem and assum- 
ing that the reader has had little if any, the writer will proceed to set 

..irtli :i |)l;iii liiirrinvi'(l f|-oiii \;iri(iiis snurccs iridililiiMl tn suit the iii'(m1s 
of the case anil tested by some experience. 

Til seekino' i'ov a liasis of classification — a 'general law running- 
throus-hont the subject — one may easily ovci'Iook the very patent fact 
that bulletins are fortunately all of about the same dimensions. And 
tliis physical luiity is the liest one to cunsiib'i' in jirraii'^inti' them on tin' 
shelf. For this jjiirpose boxes should be provided as shown in the ac- 
conipanyine' fi<;ures. 









1 


• 7V' • 


.£':," 


. .74" • 





ST^c: 



7>P" 




eries and. 



The Box. 

The material used in makiiie- a box consists of what book binders 
k'liow as No. L'O i)inding board which comes in sheets 2Gx38 iuciies oni^ 
of whicb will cut four slieels of the (b'sired size 17|xlOi inches. As tin" 
material is vi'vy dense and tougli it sliould be cut in tbi' bindery wlier<' 
purchased. Such material should cost not to exceed oc. per box. The 
top and bottom of each box consist eif i)0])lai' or soft jiine strips each 
l();ix2_| x;.! inches jilaned and saudjiMpered. , To biMid tbe hoai'd around 
these sti'ips it slnnild be cut half through its thickness on the pai-allel 
lines 2] inches a|)art sho\^^l running across the center of each board. 
The board is lient with the cut side out and securi'd to the strips with 
small C iiu'li wife nails with flat heads. The gjiping wounds :it the 
corner of the box are healed by strips of dark ]iasse [la-tout. Ij!d>"i" 



A MANILII. I'OK h'ICH SCHOOIS 1:"^ 

for the general and serial titles may be typowritteu on liglit weight 
cardboard using different shades for different series of rhe latter. The 
l)c)tf(iiii lalx'l— the liox nunibi'r— is eut from a ealendar page. 

Sneh a box when completed will hold thirty-three Farmers' Bulb-tins 
three boxes hoblinsj a hundred and fliis size will be fontul a good com- 
promise of economy, convenience, and taste. The bulletins, arranged 
in serial order are wrapped over sides and loose edges with a piece of 
manila before shoving into the box. 

Ml-. F. II. Broome, Secy, of the Tennessee Kxpefinieiil station, reeoiii- 
mends I'oi' general library use a box similar, bnt open only at the top and 
with one of the upper corners cut off to expose enough of the- contents 
to gras]) for lifting out. Tliis type does not siniulate a bound volume 
nor lU'otect from dust so well for use in open shelves as the one reeoni- 
nii'iided but is more convenient. 



Indexing. 

Without some convenient and accurate means of going direct to 
the desired information a collection of four or tivi' hundred agricultural 
bulletins would be of little value I'or school or practical use. The 

valuable fact or process nmy be almost as iimecessible when neech-d as 
llie pi-overbial "needle in a haystack." This mal<es necessary some 
system of indexing and at this iioinf a di^'ersion -will be nmde In discuss 
the subject before making recommendations. 

Among the plans that hav(^ been iu-o|)ose(l I'or thi> chissifieataon of 
agricultural clippings and liulletiiis it is (|nile eosnmoii to see ?-oeoin- 
mended a system of boxes similar to tlie f<ire'_:oing l)nt \\\\\i subject 
labels such as Horses, Spraying, Foods. Daii-ying, Fertilizers. Veterinary, 
etc.. pasted on the exposed back, the purpose being to |)nt into the ap- 
propriate liox all liter;itnre eomine- undei- sui-li heads. .\n illnsti'al ion 
of sneli syst<'m is one described in the lii-eech-i's ' fla/ette of Nov. lo. 
1907. The limitations of this method will b(> apparent to one who is 
familiar with that kind of bulletins of whiidi a certain one on tomatoes 
is tyjiieal and A\hieh is finind to treat more or less of the following other 
sul)jects; soils, fertili/.ei-s. plant diseases, food, tillaiie. and insects. 
When one c(uisiders such extreme i-xamples as '"A Successful TTog and 
Seed Corn Farm," it is ajiparent that to file such bulletin in the "ITo<r" 
box is to lose it fi'om the "Corn" and the half dozen other boxes which 
may have nearly as good claims to it. And when one consid('rs those 
special Farmers' Bulletins which periodically appear in the series con- 
tainine- synopses of experiment station work gleaned from a dozen states 
on as many or more distinct topics the insufficiency is all IIk- nior(> strik- 
infc. To be c<insistent one must have du])licates in a number of difl'eri-nt 
boxes. Thei-efore while the simplicity of the system m;\\ recommend it 



It; ./ M.ixr.iL FOR men schools 

I'or raniicis' iisi' liit;li scIkidIs and cDllciic students sliould adopt a ninre 
piM'fcct onr for their moi'i' exacting- deinaads. 

Sinee therefore bulletins cannot be .grouped topically the only sys- 
tematic |)lan is to uronp tlieni si^rially with a se|)arate index of some 
kind under tlie approprial<' division of which any bulletin may be re- 
corded by its title and serial number as many times as it includes dis- 
tinct topics. This brings up for consideration the system of classifying 
the general subject Agriculture into its constituent departments or sub- 
heads. 

The Dewey decimal system of library classification contains under 
the general heading 600 (useful .Arts) the sub-heads 630 Agriculture 
which has been still fui'ther expanded agreeable to the Dewey plan. 
But while this system includes a separate index it has inherent peculiari- 
tii s which unfit it for our use. Among these is its plan of shelving litera- 
ture in an order agreeable to subject matter which is open to the same 
objection as the box labeling system. While it is never used for index- 
ing bulletins even in general libraries where the Dewey system prevails 
\'et the contents of many Ixnind volumes of animal re[iorts or association 
meetings including a great variety- of the best scientific [lapers are 
hopelessly lost while the book has one fixed position on the shelf corres- 
ponding to the single label on its back. Much might also be said about 
the inconsistency of a system which must provide for such subjects as 
Cement, Mortar and Concrete; Industrial Alcohol; Tuljerculosis ; The 
Gypsy Moth: the Lawn; etc. — all recent bulletins — under the agricul- 
tui-al head when there are distinct subject heads for each provided in 
otiicr unrelated departments of that system. In I'act the difficulty is too 
deep seated to permit a scientific classification on purely theoretical 
grounds of a living subject in process of evolution and the very apparent 
tendency of the literature is to unfit it more and more for such classifi- 
cation, as agriculture is not simply a science or a useful art but a mode 
of life that does not lend it^ielf to such arbitrary dissection. 

A system of classification of agricultural literature has been devel- 
o|)(^d in the Office of Experiment Stations under conditions favorable 
to tlu! |)rcsent and prospective needs of agriculture. This office has 
))ecn compelled for the i)ast twenty Tears to consider for its own uses 
just the problem here discussed, and the resiilt is a decimal system of 
classification under thirteen heads instead of the nine which the Dewey 
s\sten; requires. The system is used in all public libraries where bulle- 
tins ai'e preserved. A key to the system is issued as circular No. 23 
Ol'fjce of Experiment Stations. The accompanying key is condensed 
lo about one-sixth the original length in which form the writer uses and 
recomnutnds it for high schools. The changes from the original consist 
of substitution of "Agricultural Education" for "'12, Statistics of the 
Stations" and the development of "13, Miscellaneous" into "Agricul- 
tural Economics." the omission of all fractional subdivisions under all 
integral headings excepting Nos. 5. 6, and 7 and a general abbreviation 



A M.-iXUAL I'OR men SCHOOLS 17 
Condensed Key to Index of Agricultural Bulletins and Circulars. 

P.lgCS 

1. General Sciences 1 

2. Air and Water; jmrity 1 

3. Soils: coiiipiisition, classilicnl inn, till;i'^i'. impniveiiieiit 4 

4. Fertilizers; sDun-cs, <-(iiii|)iisili()n, use, expiTinu'nts ■ 7 
5.01 Plants; i)hysiol(iL:y, .u-fiHTiil. iiiciliciti;il. iiii]inivciiiriil '_' 

.14 Field Crops; Commercial; i-crcnls, IiIhms. sngar. tdliaccn S 

.18 Secondary; grass, liay, lora'ji'. silage cateli li 

.21 Horticulture; vegvinliles, ini^lims 7 

.22 Fruit, uuts , 7 

.26 Flowers; g-roeiilioiiscs. laiulscapc '2 

.3 Forestry :-' 

.4 Seeds o 

.5 Weeds 2 

.6 Diseases; rpinedios ") 

6.1 Foods; ediiipnsitidu. inilritivc value 8 

.3 Preparation, use. accessni'ies, hevei'ages, ailnlteratidii .") 

.7 Preservation 4 

7.1 Animals; physinlogy, gi'nci'al, wild, improvement 2 

.3 Production; stock, fowls, lisli. invertebrates, rations. U 

.4 Diseases; velerinary 4 

8. Entomology; beuefieial, in.jurious, i-ejjression 7 

9. Dairying; milk and its pnuiuets 4 

10. Technology; nmiuifaeturing (not farm processe.s") 2 

11. Agricultural Engineering; matiM-ials. fuel, power, in-igation, 

drainage, injplements, devices, I'oads, bridges, fences. 

buildings. fi 

12. Agricidtural Education; courses, mi'thods, equipment •" 

13. Economics; general statistics, rui-al, home, h.vgienic. social. 

comparative agriculture _ 4 



IS 



.•; M.ixr.ii. roix nn.ii schools 



(>r llii> l,-il(i'i'. \(M-i'ss:i rily in alilircviiit iiig iiiaiis' l'r;;elioiis were di'opijed. 
tlh'ii- siibjcci iiinds lipiiiu' llu-own back into tlie next pi'eceding number. 
'Hills ^i.'l'l. .-IK sliiiw II hi re iiicliiib's all iiicliulcd undrr ■^i.'l'l. .").!.';!, 7^.'1A, and 
r).:J.>, of the complete system. In deciding on the elimination of certain 
numbers and the incorporation of tlieii' contents under other numbers 
the t'oUowino- rules ^ww regarded: diiiy adjacent groujis were com- 
bined; only closely related subjects were combined; the amount of liter- 
ature on a subject partly determined the practicability of combining 
it with aiidtlier — the less the amount the better the reason for combin- 
ing. In a few cases a careful consideration of all the literature showed 
the neeessity (if i III ei'pdla 1 iiig in a few eases as fi.Ol and 5.18 which dii not 
appear in the (irit^iiial system. With these alti-rat iuiis the original was 
preserved, s(i that familiarity with inie is of \aliie in using either. 

Ill applieatiiin of the system the biiiletin or uther iniindexed pam- 
phlet, is scanned and on tlie front cover are written Arabic numerals 
coiresponding to such of the twenty-six topics of the key as are found 
treated inside. Thus P^irmer's Bulletin 129 "Sweet Potatoes" should 
be labeled 5. 21. B.ti, (i.l, t;.:5 and S. because in addition to its title it 
treats of ]ilant diseases, nutritive value, preparation and nse, and in- 
.jiirions insects. 




T i. i iiimii i nuiinmii ii imii iiiuuiiiiiiiimMiiiiiiiiHiilinillillllUIIIIHE 



leoTAA/uv/VA/xA-cJVAA pCOkAAXa ^rr tvioaa-uAji. qaai^ ^^*^ fV'r^ '6 









^ O^-vOi/^y^A, 






' potjJuA^ - 






N 



The index slio« n in Fig. 2 is iiiadi' of a well bound blank book 
7.1 .■<: It,^ inches, eoutaininn- 121) pages with 2") lines to the jiagc and 
with the twenty-six suli.ject headings so entered as to tlixide the contents 
into as man,\- jiarts, each proportional in sjiace to the number of entries 
thai are to be made under it. Then taking the liulletiiis in serial order 
enter each title and serial luimliei' under all the subject headings treated 
in it as indicated on the eovi-r. .\ sample pa^e of the index \}i shown 
wliii-h also slioAN's the numerieal marginal labels. With the ac- 
eompan.xini;- ki'.\' pasted inside Ihe front co\cr. on opening the index both 
the key and the marginal labels will be exposed to view. Il will be noted 



.4 M.4N['.t[. FOk HIGH SCHOOLS 19 

that only integers are shown on the in^iriiiiiiil thinnlt labels, such mixi-il 
numerals as 5.21 coniini;- between the .'> ;in(l (i labfls. This uives 1:'. in;iru'i- 
n;il inuiibcrs thiiu»'h thi'i'e are 2() siibdivisidiis of the index. Fii:' '_' sIkiws 
hdW to cut tlic leaf nuir<iins and where ti> jiaste the numerals which are 
cut from a cah'iidai- leaf. 

Owing to the overlapping of such subjects as "field eroiis" and 
"horticulture" it may be necessary to index the same matter under two 
subject In-adings. In case of doubt a safe rule for the im'xperieuced is 
lo make till' entry undei' the several |u-(ibalile headines. 

A pigeon hole card index system has been used by the writer and 
while iiKU'c elasti<' than the blank liocik method is. on llie wlicile. deculedl\ 
less desirable provided the iMjiik inde.\ he sufticiently large and the 
space equitably apportioned undei- the several heads. I']xpei-ience has 
shown that the book described is ample for the purpose if it be appor- 
tioned as indicated on the right iiaiid margin of the key. This apportion- 
ment is based on tln' first :lllO numbers of the Farmers' Bulletins. After 

line series of bulletins lu;s been indexed cliiwn til SOI nxiiiiiuit r 'Ul 

<late others in turn are entered until every pamphlet considei'cd worth 
the space is recorded and boxed. 



The Case. 



Having been properly indexed and boxed ii home foi- this literature' 
is next to be provided. The accompanying illustration (•Fiu'. 3) shows 
a case sufficient for the agricultural librai'.\ and musi'um. It can be 
made of pine without doors fm- '.) or Id dollars and of oak' for about 11 
dollars. Doors as shown with glass panels double the cost. The writer 
has had materials f(u- such a case made at a iilaning mill withoiu mortis- 
ing and with tongue and groove (ceiling) back and shipped to destina- 
tion where it is easily set up and stained with a dull walnut stain by 
pupils of a little manuel skill. 

This case proxides ample rcHUn foi the boxes on one shelf leaving 
the linttom shelf tcr an auri, ulfui-al museum of minerals, soils. fi>rtilizers. 
feeds. Seeds, hei'liai'ium. ami insects. The top shelf is f(U' the accompany- 
ing list of recommended agricultural reference books and the second 
.shelf for yearbooks and reports. The index to the bulletins should be 
kejit in the shelf with them and contain a record of all the literature on 
that shelf. P>ound v<ilumes having indexes slundd not be indexi'd in 
this svstem. 



2(1 



A .l/./V(.'.i/. I'Oh' ///<;/-/ Si'/IOOLS 









^ 



1\^v 






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\V\x^ 



ii 



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Ca'oe oo»Tvp\ele witl-i dooY 









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"IT 

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U 
II 

V 

'i 








1 










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1 


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I 






* 







A.ssiiiniiiiMils nil ;mri<-iil1iu-,-il 1(i|iics iiia\ lie uiailr liy tlic teacher anil 
tlie index sliciuld enahle the ptipils to find llie hitesl and most practical 
information .m tlie subject. Whatever such a collection properly indexed 
may lack of heintj a complete encyclopedia of ag-ricultural science and 
|ira<-tice is a defect that time will speedily nialce •;•(„, d. A blank card 
should be inserted m each box on which to record names and dates of 
loan and retni'n. 



.1 M.lXi'.-lL FOR HIGH SCHOOLS 21 

Text and reference books in agriculture and related sciences suitable for 
high school library. 



Elementary Agriculture. 

Sonic. .\. ^1. ;ui(1 'I'urpiii. Iv L. — " ALii-icMilturc ils l<'ini(l;iiiicii1;il 
PriiK-iples." (]'>. V. .Idlinsiiii Tub. Co.. Tiichiiiond. :V2() paprcs. $.75.) 

Davis. ('. W.— "Rural School .\oricull nr.'. '" Mtrauu-e .Tudil Co.. N. 
v.. '2r,7 pau'cs. $1.00.) 

High School Agriculture. 

Stevcn.son. VV. II. and Sdiaul). 1, I ). — "Soil i'liysies LaliO)-a1(U-y 
(;ni(lp." atvan-v Judd Co.. X. V.. 100 jiaiivs. .$.50.) 

\'ivian. .\. — '•l<'irst I'rinciplcs (d' Soil Kcrlility." i Oraiiuv -ludd Co., 
N. v.. 265 ])asi-es. $1.00. i 

Smith. II. R.— '-Pi-oHlaMc Fccdiuii. '" I University i'nli. Co.. Lincoln. 
4VA pau'es. $1.50.) 

Craii;'. J. A.— ' -Judiiinu l-ivi- Stoid<."' il'ublislird l.y tli.' autlior. 
Dos IMoinos. 187 pa^cs. $1.50.1 

Van Norman. II. E. — "First Lessons in l)aii'>in'_;-. " {()i-an,<:'0 Jndd 
Co.. X. Y.. 95 paii-es. $.50.) 

Conn. W. n.^"Rac-tci-ia. Yeasts, and Molds in the Home." (Cinn 
and Co.. Doslon. 2l):i jiaecs. $1.00.) 

Spillman. W. '['.—"Farm (irasses of the Lnited States." (Oranire 
Judd Co.. N. Y.. 250 pages. $1.00.) 

Hunt. T. F.— "Cereals in AnnM-iea." (Oran-e -ludd Co.. X. Y.. 421 
]ia!Xes. $1.75.) 

llimt. T. F. — "ForaeT :iinl Fibre Ci-ops in .Vmei'ica." (Orane'e -ludd 
<■..,. X- v.. -12S pa-cs. $1.75.1 

Advanced Agriculture. 

Kiutr. F. H.— "Physics of Aurieulture. " i Published by 1lie antlior. 
Madison. f!04 jiao-es. $1.75.) 

Kiny. F. H.— '.-The Soil." iMacmillan and Co.. X. Y.. :'.0.1 |)aL;vs. 
$.75.) 

Pailey. L TI.— " Ilort i<-ult ui'ist 's Huh' Pxiok-." (Macniilh-in and Co.. 
:n2 pae-e.s. $.7,5. i 

Pailey. L. 11.— "Xursery Look." (Macnnllan and Co.. X. Y.. 365 
pages. $1.00.) 

Bailey. L. H.— "Pninino- P,,ok." (iMacniillan and Co.. N. Y.. 545 
pages. $1.50.) 

Sanderson, p], D. — "Insects In.inrious to Staple Crops." (J. Wiley 
i.\: Sons. X. v.. 21)5 pages. $1.50.) 



■1'2 .1 M.IXI'.tf. I'OR I IK, 1 1 SCHOOLS 

I'liunl), ('. S. — "Types and Krccds of Kami Animals." ((linn anil 
Co.. Boston, r)(i:i pages-. $2.00.) 

Davenport. E. — "T'rinfiplcs of lircedins. '" (Ginn and Co.. Rostmu 
727 pages, $2.50.) 

General Science. 

Tarr. K. S. "New i'livsical ( Icoei-apliy. " i .M a.-iiiilla n and Cii.. 
.\. v.. A'u pa-i-s. $1.(10.) 

Davis. \V. .M. — " Hli-nicntar,\ i'livsical ( MMi^iapli.x . " '(iniii and Cm.. 
I'-dslon. 401 pa,L;es. $1.2.").) 

i.cavitl. li. (i.— "Onllincs id' l'.(ilan.\." witli Cfa.v's Flura. i .\ni- 
ciii-an iHMik ('(>.. Cini-innali, TKl pa^cs. $1.S0.) 

(.>st('rh(iiif . \V. T. V. — "Expcriiiienls Avilii Plants." i .Macniillan and 
Co.. \. v.. 492 paees. $1.2;').) 

H(.|-u'cii, T. V. — "Fonndations dl' Kdtan.v." Kiinn and (.'<>.. l-Juston. 
412 paiivs. $1.20.) 

Ci;i.\'. .\sa — ".Manual nf l!otan.\." New Kdilidii. i .\nii'i-ican liodk 
( d.. ( 'iijcinnal i. Il2(i pai^cs, $2.2.'). i 

IIiMTi(dv, (i. W.— "Text Hook (d' (Jrncral /dcild^'v." i .\iii,.rican 
Hdok Co.. Cincinnati. .'ISt; pao-cs. $1.2(». ) 

riei-rick. (i. W. — " Falidi'aldr.\ I'lxcrciscs in (ii'ncral Zddld>;-y." (.Am- 
erican Book Cd.. ('incinnati. 110 paii'cs. $.(iO. ) 

Eddy, W. ir. — "( iciiiT.-il l'hysidldL;y and .\iiatdm.\. " ( .\mcrican 
Book Co.. Cincinnati. ')21 |i.i|Lrcs. $1.20.) 

Eddy. W. n. — " Kxi)crimcntal Pli.\si(dduy and .\natinii.\-. " i.Vmvrican 
Book Co.. 112 ])agcs, $.G0.) 

Snyder. II.— "ClieinisI i .\- of I'lant and .\niiiial Life." i .Macnnllaii 
and Cd., \. v.. 40(1 pa-es. $1.2.').) 

Keiiisen. Ira- "Cdllc.,.,. ( 'liemisf r,\ . " dl.nry lldll and Co.. \. V.. 
(1S|) i)a,uvs. $2.00. ) 

Industrial Pedagogics. 

Kern. O. 'I'. — ".\iridn,u- Cdiuitry .ScIkhiIs." (Cinn and Co.. lUiti patres. 
$1.25.) 

"H. T. Karmcr." -Cniversity of Tennessee, Knoxville. .Mdiitldy. 50 
cents a year. 

Farmers Bulletins. 

In ;i(ldili(in Id I he cdiiiplele set iluplicate ,-dpies df the fdllowinir 
Farmei-s' Bullet ins fdi- class use sliduld he prdvidcd spaci' in the library: 
N'ds. 22. :!4. 42, 47, 51. 55, (Hi, (1(1. 71, S(i, ;t5, |(Ki, llii, 121 , 12(;, 127, l:?2. 
l:i4. 147. 154. l.'>5. 157. Kil, 17:t. ISl, is:i, l.s5, 1S7, i:i2. Hi5. 2(lo , 2ls. 
2:f5. 245. 247. 25:i. 255, 25(i, 2(i(), 2(i(). 270. 27S. 2S7. 



A MANUAL FOR HIGH SCHOOLS 



23 



IV. The Laboratory. 

So iinirli lias Ihtii saiil in pn-viniis (Iisi-iisskiii mi the lalmralory work 
ill sci('iic<' and aiiririiltiirc ;is tn leave this portidii mainly an eiiiiiiieral iciii 
of (ictaiis, aiijiaraliis ami sii|i|ilies. Fur what is cimsidei-i'd ednd peda- 
triieical ri'asdiis the use of mie lai-ec room for holli lalioratory ami reel- . 
tati<iii purposes is reeonunemh'd for the averaec sidiool. liesides the 
ilifilieliee wlindi the presence of the <hMiioiist I'atioli hid'ore the ]iii|iil may 
liax'e 111 preN'ellt me class e.Kel'cisis and re\ie\\s from hccoiniiie' mere reci- 
tatioii.s of the words (d' the text hook there is the aihled advaiitaee of 
destroyine- the artilicial harriers so often Imilt between the natural 
.sciences. The use of ayricnit lira I matei-ials especially will aid in uuif\iiiL' 
science. For recitation use Ihe l-ecitatKJii cud (d' tlie science room should 
have seats with writine- arms, a hhud^hoai'd. and instructor's desk', maps, 
(diarts, and the at;ricult iiral lihrary case. The other cud of the room 
should ha\e a sink with two taps, a c-uplioanl similar to the ac-coiii|)an\ - 
intr cut 1^'ie. 4 which is made of piue and stained dai'k at a cost (d' .^lifi.llU. 
jas coniii'ctions if possilile. thri'c l;it(dieii tallies, vertical and cross heauis 
hetweeii tloor and ceiliue' and wall shel\'es as shown in Fiu' ."i. These 
shelves consist id' 1,1.) all open ciiplioard for cliemieaj reaeeiits. ( h. ) a 
shelf alio\e the siiils, I c. i a diauiiiie hoard at end of sink. id. I a wall 
shelf for line scales with dra\\er for weights, and ( e. ) a liood for i^ni- 
tion. These shelves ma\ he made of oak at t he followine- cost ; (a. I .$.'!. (K>; 
ih.l $:!..-)(); (c,i $l.."".(l; id.l .+L'.(HI (e.) .i<7.(HI, Wliere -as iiia\ he afforded 









-^ 




' ^1 




1 


























1 




i- 


— 20" ► 




Fi-. 4. 



•_'4 



.] M.lXr.U. !'OR HIGH SCHOOLS 





it sliiiiilil he |ini\ii|cil. Ill lirrw ISC :ilr(ilicil mid Liiisdlinc slionld l)t' used. 
The lisl dl' rliciiiiral n|i|iiira1 lis wliirli ruliows ]ir(i\-iclcs luitli Isiiids but 
iMiiilriii|ihitfs llic iMiiissidii 111' such as is iidl needed, dependini;- mi Avliether 
111- mil cas is a\ailalile. 

Ill sclccliiin id' llie iirei-cdiiiii' and rniliiwinc' afliides n1' eqiiipiiieiit 
reuai'd was ciinslaiill\ had fcr a ma Niiiiiiiii lieymid which llle averno'e 
liili'h schiHil iiiav mil he able id >n\. And l.i save expeiisi' iif iiiiiiecessai'.v 
diiplicatinn id' appai-aliis pi-iees are (uiiitleil From such articles as may be 
provided else\vhere ill Ihe lisl. Thlis he<_.iiin iiit;' with " clieniieals." 
■'cheii;ical apparal lis" and ' ' Lihissware " in order Ihe lisl is made com- 
plele bill such arlicles as occur therein that are needed in other se'iences 
are eiiiimerated in the croup where needed but with ivrereiiee to the pre- 
\'ioiis croup whci-i' provided am! with the intention of providing' them in 
bill line list. The prices set oiiposite the various aiiiides are taken i'roiii 
bills supplied by two diffeienl linns and from a sidiool supply i-ataliio-ue 
and a u'cticral nieiclia iidisc catadocnc 



(JuaiUitv 

1 lbs. siilphuric .lckI I 1. 

(i " li.v.IriHlilnric aci.l r. ] 
7 " nitric aciil c. p. 

2 " acetic acifl ylncial 



CHEMICALS 



Price 

.75 
.85 
1.10 
1.02 



A MANUAL FOR HIGH SCHOOLS 







oxab'c 




ciainiHTcial 






.inimi 


Miiuiii 


hvclrate 

Clllnriile 




u 


.' 




alum' 




OZ. 
lb. 


potass 


.ium 


alum - 

liydratf 

carbonate ( pearl ash ) 

sulphate crystals 

iodide cryst., pure 

nitrate c. p. 

chloride c. p. 










permanganate c. p. 
cldorate, cryst. 


% 


OZ. 


potas' 


siuni 






lbs. 


siulun 


11 
cai 


■bonate cr\ st. 



1 
1 
3 

1 




1 

1 


" 


5 


" 


3 




1 
1 


OZ 


1 


lb. 


4 


OZ 


5 


lbs 


) 




S 


OZ 



liydr.ixi.Ic sticks .75 

nitrate c. p. ''f 

chlori.Ie .1(1 

-ulplinte .10 

sulphite crystal 1" 

calcium cliloride, auhvdrous, fu--e(l ilo 

lluoride ' M 

sulphate. .y\psuni . .10 

sulphate, plaster paris ' .l"i 

oxide, quicklime .-'lo 

carbon.ite, m.arble chip- -.'•'' 

niagnesiuin sulphate c. p. •"> I 

rnaiMi, lio 

ferrous sulpliide lu 

ferric chloride .1"> 

■■ sulphide .:i"i 

iron filings . 1" 

copper foil .110 

nitrate .-') 

S " ■• oxide .:« 

r> lbs. •■ sulphate .50 

2 " b.irium chlorirle crystals .'-'5 

'A " ■■ peroxide 35 

1 ■• lead nitrate .18 

1 " " peroxide 'M> 

. 1 •■ nd lead .1-' 

(i " mercury l.SO 

8 oz. red oxide of, mercury 'W 

t " mercuric oxide .40 

K> " silver foil .(lo 

1 " •■ nitr.ite 50 

1 lb. carbon bisulphide .20 

5 " manganese dioxide 05 per cent. .'_'5 

1 " granulated tin TiO 

■/2 " antimony powdered . .25 

1 OZ. strontium chloride .10 

1 " bismuth .30 

2 " iodine crystals pure .75 
1 " red phosphorus .15 
8 " yellow phosphorus . .50 

1 lb. borax .18 

2 " zinc granules .32 
1 ■• flowers of suli)hur .08 
5 ■■ r,dl sulphur 25 
1 " bleaching powder .10 
I oz. litmus .10 

1 " phcnolphthalein 

2 " cochineal .10 



.■; \r.-i\i'.ii. roR high schools 

gnl. alc:>.l,ul wn,„l 

rtlivl, !i:. per Ci-nl l- 

clrn.iturr.l ' 



1 111. corn starcli 

li " caiK- •iusai' 

•_' •■ hone lilack 

1 •• rosin 

1 " paraffin 



I ■• tallov 
1 " beeswax 



CHEMICAL APPARATUS 



■_' liimscii l.nrnri-s ■'"' 

^asnlnu- liunicr. ■m.t ".if^iKullurc." 

t spirit lamps. ^ ,,/ . side iubulatinn I -" 

asbfstos ni.il. J t x IS x :!-lii '''t> 

vvin.s? tip fi.r I'.iiiisrii burner -1*^ 

desiccator, li nidi willi pnrcclani bnttMni l.l"i 

1 nest Hessian criiciblcs, l.irKc ."I's l'"^ 

1 iln/. Royal Berlin crucibles witli r.mrs, 11 ni in -.'_"' 

S pipe stem triangles, Xn I -I'l 

1 pair brass crucible tnn.ijs. P incli j^ 

■I tripods for spirit lamp .^j" 

■J pieces wire jjian/e. "i n "i inclies .30 

copper retort, '-.' pints '-.*^'> 

'J pair test tnbe linliK-rs, biMss .-- 

platiiunn wire, 4 iiieli. \o -Jli .*• 

blowpipe -I' 

dcflagr.iti.m spoon, ll' in m 11 

sand bath, li meli '--i 

■_' iron ring stands, :', niiys each ll" 

S porcelain evapoi Miiiii; dislu-s, Xo. 7. 3' 1. incb 1 '.il' 

1 pair steel forceps li iiieli .15 

balance, "Kisiler" 1 cu to Inn „ bJ.iKi 

1 set brass weights in block, 1 r- to Inn o 1 :!:, 

1 pair brass forceps .l*i 
■_' test tnbe racks lor J I test tubes .HP 
:i test tube brushes, with spoiiij^. S, 

5 test tnbe brushes, sni.ill .1'-' 
lead dish, 3 incb .-2 
mortar and pestle, \Ve<l,gewood :i in ' .41 

■2 wash bottles, complete. stop|ier and tubes. 24 o/ l.dil 

3 ,e:as generatin.t; bottles, complete l.SO 

2 calcium chloride tubes, l.'ill m m .24 
2 funnel sl.ands, I holes each 1.3o 

pneumatic Irongh / 1.1b 

6 chemical thennoiiKters, 1(1" i,, Iln" c 4.20 
2 chemical thernionieters, 20 to -Jon 'J, On 
2 earthenware slop j.irs. :f gal. .(10 
'i lb asbestos wool .'JO 

4 07-. glass wool, hue 1.3(1 

drying oven, (.it tinners i :i."iO 

born scoop, 3x3'., -JJ 

horn spoon, fi inch IS 

piece magnetized clock spring, (! inch ,10 

2 Mohr's cl.amiis, sm.ill :}2 

2 Mobr's clamps, meilium ,.3(i 

2 Hoffman's pinch cocks 44 

triangular lile, rattad lile .■.!,'i 

I sheets litmus paper, red and blue ,.S2 

5 pkgs. niter paper, (loo I inch. 2oii (I inch I 00 
17 doz. corks regul.ir length .IS foil,, ws 

one doz, each X(.s ;! i,, 1(1 ,,,1,1 j.s; and 'Jo ■.'..M 

1 set cork borers 1(1 SO 
rubber tubing ;iiid rubber s|oppi-rs see "el phys " 
. dropper bottles s.-e -hi..!, .gy" 



.4 MANUAL FOR HIGH SCHOOLS 27 

GLASSWARE 

2 doz. test tubes of e;icli foUowiiii; suc^ : 

r>\o-S. 50, 0x3-4. ."i(j. Tx7-S. 8ii 1.86 

tl nests beakers 1 to 4 2.10 

3 Hasks each 8 oz. and l(i m. 1.02 

4 erlenmeyer flasks 6 oz. ■'''2 
4 thistle tube funnels .27 
'/^ (ii)z, funnels GO" 2^-1 inches .54 
'2 funnels each 3 inch, 4 inch, il uich 1,5'J 
(! lbs. s-l.iss tubing, 3 ft. long ass.irted fullnwiuH sizes 

.•?-l(i, 1-4, 5-16 . 2.40 

4 vvatchglasses, 3^4 in .37 

2 retorts, 8 oz. with recei%'ers .74 

1 diiz. square blue glass, 3 X 3 .91 

1 " stirring rods .U> 

L' burettes ."lO c. c. 2.20 

pipette 25 c. c. volumetric .25 

pipette, Mohr's 10 c. c. gradu.ited .40 

y^ doz. cylindrical graduates loo c. c. 2.40 

4 " cylindrical graduates, 25 c. c. 1.20 
1 doz. each bottles wide mouth, '"prescript mu" 32 oz., 8 oz., 4 oz. 2.85 
1 " each bottles "tincture" mushroom stdpper .3_' oz.. Iti oz.. 8 oz 4.35 

1 " bottles "salt miiuth" muslirodm slopiicr, 3J oz 2.4<1 



ELEMENTARY PHYSICS 







spirit level 






model lifting pimip 






model force pump 


1-: 


I " 


meter sticks, brass tipped 


3 




lever holders 


1 


set 


universal weights 


■4 


doz. 


brass pulleys with hooks 


1-3 " 


spring scales, 1-2 to 5 lbs 






balance and weights, see "chem aiip." 


1. 


set 


capillary tubes 

hydrometer, paraffined stick 

hydrometer see Quevenne lac. "agriculture 

hydrometer jar 15 x 2'-_. 

thermometer see "chem app " 

3-scale thermometer, F. K, C 

hypsometer 

protractor, metal 

barometer tube with bend and bulb 

Boyle's law stand 

Hale's pressure gauge 
glass tubes see "glassware" 


18 


ft. 


rubber tubing, white as follows: 
12 ft. 1-4 inch, (i ft. 3-1(1 inch 


e, 


ft. 


niliber tubing, red antimoin- 3-lii inch 







rubber stoppers as follows : 

4 each 2 hole Xo.s. 7, 8, & 11 
4 each solid No. (1 
1 each 2 hole \o. 12 


4 


doz. 


cork stoppers, flat as fnllovvs: 

! doz. each, diameter 1 3-4. 2. 2 1-4, 2 1 
ciirk borers and cork stoppers. re.i;iilar len; 

"chem. app." 


•'' 


lbs. 


sheet lead l-l(i inch 
mercury, see "chemicals" 


5 


lbs. 


shot .\o. 5 


1 


box 


assorted rubber bands 


'A 

1 
1 


lb. 


copper wire No. 18 

iron wire soft Xo. 28 

spool e.acb silk thread, linen thread 



2, niche 
;th see 



1.25 
1.65 
2.00 
1.40 
1.20 
2.00 
1.00 
1.40 

.95 
25 



3.00 
.00 



28 A MANUAL IU)R HIGH SCHOOLS 

BIOLOGY 

■J microscopes 70.00 

bell glasses, 14 inch, ■-' gaL 3.30 

1 iloz. tripod magniliers 4.80 

dissecting microscope 1-00 

1 gross .slides, 1 oz., cover glasses 1-90 

razor I'OO 

:iOO insect pins, 3 sizes 39 

'-< doz. dissecting sets (scalpel, scissors, forceps, -I needles) ."i.On 

' J lb. each formaldehyde, 40, ether, 7-J, potassinm 'cyanide," 4"i, l.Olt 
wide mouth 8 oz. bottles, see "glassware" 
carbon bisulphide and puttassium permanganate, see 

"chemicals" 

1 doz. granite pans. x IJ -hallow 4.00 

1 " medicine dri)p)K-rs .45 

' . " dropper bottle-, ul.i-s bulb l.'iO 

HI petri di-he- 3.00 

1 Ui. ayar .-igar l.ltO 

1 " chlcrob.rni .75 
<; MZ. benzole .50 
li " glycerine .. .-" 
S ■■ roehelle salts . .10 

2 battery jars, O.xli', .' gal, 'i.OO 

■/. doz. battery jars,().\8, 1 g.d. 2.00 

'{> " specie jars, gal. - 2,52 

1 " window gla'-, lo x 10 1.00 
'/.; " lantern globr- l.Ob 
><l lb. assorted rubber b.ind- .80 
•_' boxes gnnmied laliels, L' sizes . .25 

-dk thread, linen thre.ad. Hal enrks. rubber lulling, rub- 
ber stoppers, see "el. phys." 

tlii-tle tubes, cork eorers, see "ehem. app." 
mo-i|uito b.ir. white, see "agriculture" 

AGRICULTURE 

bucket -pray. "Success" 7.00 

extension rod, ,S f|. v 2.50 

extension b..-e, l.', ft. 1.50 

nozzles, conical ■•Verni..rer' ..".n and ".Mi-trv" 1 (III 1.50 

iio/zle. lilt -Horde.inx" .:-!."i 

jiruninng -aw, adjn-table l.-!."i 

pole attachment for .adjust.ablc -aw .75 

priming shears, (grape) .50, pruning knife, .5(1 1.00 

pruning shears "Bnekeye" .50 

grafting ehi-rl .5(1 

2 doz. buddmg knive- .3.('iO 

paris green, copper snlph.ate, sulfur, lime 2,(10 
resin, beeswax, tallow, see "cluinieal-" 

centrifu.ge milk tester, H bottle- 8.00 

1 doz. milk bottles for te-ter 1.50 

'/. " cream b,,ttle- 1.00 

'/, ■■ skimmed milk bottles 3.00 

;icid measure .15 

pipette 17.0 c. c. . .20 

Que\eiuic lactometer .50 

hydrometer j.ir, see '"eleineut. phys." 

•_'7 lbs. sulphuric acid, s p. gr. 1.83 2.40 

1 ■• corrosive sublimate t.ablets 1.25 

soil auger 2.00 

iron mortar, ' _. g.il. and iiestle . l.Od 

I doz. sealing jars, "Lightning'' quart 1 05 

1 " scaling jars, "Lightning" pint 1,5(1 



1,011 

111 



A MANUAL FOR HIGH SCHOOLS 29 

<A •' soil capillarity tiilics, glass 5 ft. x 1 1-4 inch Him 

drying oven ion' C., crucibles, desiccator, slop jars, Bunsen 
vapor lamp, thermometers, brass tongs, balance, see 

"chem. app." 

2 percolators, qt 

small tin grocers' scoop 

cylindrical graduates see "glassware" 

coarse balance (grocers') with weights 14 oz. to 4 lbs 3.00 

'/i doz. small granite pans, circular 90 

iron pans and troughs (at tinners) 3 oo 

sand, sawdust, muslin, cheesecloth, nmsiiuitn lut. cotton 

thread I "" 

specie jars, sec "biology" 

.shot, spirit level, sec "cl phys." 

1 set sample soils 28 '•;'" 

1 " economic seeds ., 1 •'" 

1 "■ weed seeds 1 .in 

1 doz. smooth dinner plates l.-O 

1 gross vials, '2 drachm .So, stoppers .1-") l.oo 

1 set brass gauze sieves, 5 sizes I'lO 

1 doz. tripod magnifiers, see "biology" 

'_' " flower pots. :!-4 g.al. with saucers 1 'i^" 

steel tape -"lO ft. ■-'■'lO 

muriate of potash, acid ph'isphate, ground rock plios- 

l)h;ite. bune meal, lime, limestone "i "O 

magnesium sulfate, poiassiiim sulfate, ammonium 
sulfate, ferric eblnride, see "chemicals" 

TOOLS 

liollnw handle to,,l ' \\2 

vise, small 7-' 

hatchet '>'* 

back saw 1 .-tn 

brace and hit- 1 00 

square .-lo 

pliers and wire cutters .)^"i 

pincers, sm.ill . .--^ 

wlietstone .4.'i 

1 11., e.ich iron wire X... ■J4 and No. IS M 

V. School Plots. 

LcMviiiu' out of eoiisiilciMl ion school j^ardciis. whii-h appl.\ to do- 
iiirtiifv i,n-;ul('s. ;ui(l \i'L;i'talilo ^ni'ilciis. AA'liieh thoii(;li vahltililr ai'o not 
iiccrssiifv ilriijoiistratioiis |o the lii^h school course as herein conceived, 
and continini;- attention to tliose demonstrations j)ecn!i;ii- to i^'eneral 
aaricidtiire and called for by the foregoino- course of stndy we may irronp 
them into three serii-s as follows: the Hrst series to ilhisti-ate fertilizers 
and rotations, the second. for,ii;c and cover crops, and the third, dosir- 
jilile introductions. 

Heuinnui'j a\i11i IIh' last, desirable introductions will in nnist com- 
munities in(dudc rnpe. kale, .sorg'lmni. resisttint (dover and more es- 
pecially idl'alfa. These demonstration plots should lie small, about 1-80 
acri' ejich I'Xcepi the alfalfa which should be larcer, Th,. aiiproved 
method for -etlim^ a stand of alfalfa is as follows: ■'Plow deep iu the 
fall ajiplyin^' fertilizer at the r.ate of :,i) lbs. mtiriate of potash. :}(I0 Ihs. 
acid i)hos]ihate auil iL' tons of barnyaial numure per acre. Sow to rye 
and vetch, turn inider in the s|irine;'. apjily 2(11)0 lbs. of rune jx-r acre, 
jilant soy iieans. and ciiltixate all summer. Repeat the pr<icess for the 
second year. IlarvesI the second crop of lietins and sow oO alfalfa sei>d 
l)er acn- li_\ SepI 1." i Tennessee Kxperinn-nt Station.) 



30 .-/ M.INLLIL FOR HI (it! SCHOOLS 

'I'hr src'iinil scries i IciiH Hist rat rs tlic iiiaiiai;r lit "!' crdps raised 

iiiaiiil\- for sdiliiie- aiid winter enver. In all these edinliinal inns there are 
two crops ()er year, the \vint<'r crop l)eint;' usually a coniliincd cereal and 
leeuiiie \vhi(di is iiai-vested ei>ccn as needed foi' feed and the land at oin'e 
put into a suinnier ci'op of peas an<i lieaiis to l)i' harvested in the fall m 
time for the followiliu' winter crop. Where a variety test is made of 
either the winter or summer ci-ops the i^rop alternatine ilui-infi' the re- 
mainder of the year should hi' llie sa for the varieties tested. Kol- 

lowine- ai-e some of the \aiaelies reciimiiiendeil «ilh I lie rate per acre m 
Ihs.: 

Winti'r crops: eei'cals: ryr (tiO). wheat (60). oats ( 4S ) . Winter 
crops: leo-umes; Vetch CM)), ci'imson clover (20), alsike (If)). Summer 
crops: iiiamnioth yellow soy beau, Ito san cowpea, medium ;\'ellow cow- 
pea, early medium yellow <Miwpea. .lap pi-a, and No. l.'ii^S. either at the 
rate of 20 lbs. pei- aci'c. 

it is reconimended to <'onsidcr all the varieties of cow])eas as experi- 
mental followed by a standai'd winter cover ero|> of rye and vetch (l-t 
a.cre) and to eonsidei- other comhinations of ci'i'eal and winter lei;ume 
as exjiei-iniental, all followed by a siandai-d sunnmn' cro|i of 1-4 acre of 
mammoth yellow soy bi'aus. thus makine' a half aci-e foi- this series. The 
purpose of equalizine- conditions by havinu the same siuiimer crop im all 
comparative tests of winter- vai'icties and of h;i\ine the same \vniter iM-ops 
on the jiort ion .devoted to sumiiuM' \ariety tests will be .-ipiiarenl. 

Series one of the school plots is .a ver.\ import.ant demonsi rat ion and 
riMpiires exactness in its preparation and care. A test of different k'iiids 
and cimibuiations of fei'tilizcrs demaiels the use of definite (pi.ant it ies, 

the ( tiniiit.\- of till' demonstration lliroueh a iiiimbi'r of seasons -the 

result ei.ttin>i to be more apparent and valuable the loimcr it runs -and 
a uniformity in size of plots. And it is essential first of all that the .area 
devoted to the test he uniform in i-haracti-r thnniKhoiit that dif'fei'<Mice 
in i-esults on different plots may be attributed wholly to the chni'aeter 
of fertilizer. The plan shown in Kii;'. (1 and the aceomp.anyiiie explana- 
tiii'y notes show how this exactness is to be attained and one ni' the 
r'an^es shows the pl,-in of a p|il.\- iiii;- fertilizers. 

('oiisidered as a rotafion dcmoiist r.at ion. series one is iiileiided to 
show simultaneously the four annual phases of a four veai- rotation as 
lhe>- would appear -Inne 1 of ,iiiy \r:\r Tlii- ci-ops seiei'ted are such as 
prev.-iil all over tin- state and arc worthy of rceommeiidat ion. Their 
ordi-r <if succession on i-aeh rane|. is as follows: 1st \(';ir. eowpeas. 'Jnd 
year, wlieat. '-Ud yeai'. clo\'er and tirass. and 4th .^eai-. corn. The cow- 
peas are sown in the sprinu' and disposed of in time to prepare i-an^'e 
for wheat. With the wheat is so\vn red clover or jilsike and in the spriny; 
any suitable grass seed may be aihh'd as desii'ed. This clover and grass 
is then let run until the second spi-ing after wheat is harvested. The 



A MAXIMAL FOR HIGH SCHOOLS 



es / Rotation a.ncL Feri 



1 


('■■'•' 


2 


urder. ; 






3 


I 






4 


PA-^. : 

off : 






6 


o'ff. \ 


i, 


nothing, 
under. 

1 


7 


PtKj,iPR). 

under. 
\ 






8 


PKiiPH). 
uncLtr. 

I 


i 


under. 

1 






10 


nothmtj. 

o'lf 

L 



L : 



Z. 





t ' 






i 








^ 1 








? ; 








^ ^ 
















L: 


























"''jii' 



— 30^ T— '^-T ^oi +-'^^+ ^04- 

WHCAl « CLO\J£H t.niiC.nnSS ^ CORlV 



EXPLANATION' : Si/i •>( I>li'l-' 1^^ it- n ■'■"' -\ tt, Iohl' i-ighlit-th acre) 
with ■-' ft. paths hctucrii 

Sizr iif Kaiigo- 1'IN ft N :'.ii' , ft with hJ ft r..ail lictweeii, 
iH-rtilizcrs are ani'licil .nirr 111 ■•cMiiMii (4 yrv ) 
P=;lliil Ihv hi.i;h .yra.k- acicl |.lius|,liatc inr acre having Hi',; 1':^ (>. 
P-J=tuice ahi)\c aiiiMiiiit . ]'>'• M\ liiiio. etc P (PK) = l".ii lbs. per acre 
gnmiul ruck phosphate P iP,Ml = _'n(i lbs. per acre steamed Ixme meal 
■J-P; P, (), K=li"i Ihs, miinate uf iiotash per acre .Mi'r K,() l-' = i; tons 
farm yard m.iiinre |ier acre, L=-_'i"iu lljs, lime per acre. 

Half nf i;i;h!-lialf of i .\ch r.iiigc has lime applied once in each 
rotation 

-Off" and ■■itnder" nidicale whether cowpea crop is 1,, ],-, harv- 
ested or turned nnder as green manure. 



■■V2 J MANUAL FOR HIGH SCHOOLS 

liTiiss is Inriicd iiiiilrr tlii' spriiiL;- of 1l:(' cnrii year. Ai'lcr h;irvi^8tiiii,' the 
corn tlic fci'tilizcr is ^ipplicd ;is shdwii (mi tile cdwiica faille — the ajipli- 
calioii hi'iiitj niadi' Inil (iiicm^ fm- tiic ciifirc I'otafion. Fdllo-w tlic I'drn by 
a wiiiti'f ciivi'i- iTop of ryi> to lie tui-iiccl luiilci- in tlic sprint;- when liinc 
is a]i|)licil to the richt half of the |-ani;i' and i-ow peas a^aiii sown. This 
application df fertilizers and lime ciuiiint;' lielwecn the cdiii ci-op and 
the cowpea crop occiu's on I'adi raiii;c lint once in cadi four years liul 
as I he series has four ranees each slmwine an annual ]ihase of the rota- 
lion the fertilizers and lime are applie<l on one ranee each >('ar. The 
illustration (Fig- 'i' necessarily shows llie crops as havinu' tixed positi<iiis 
(III the ranees liul it should he nnderstnod thai the ree-nhir succession of 
crops will make the condilion represented ap|iliealile Init onvi- in each 
four years, viz.: 1!M1S. liH:!. T117. elc 

The corn and wheal ransies may \ir uiitilized as lircedint;- pints. 

Since the fertilizer is to he applied hut once in the four years of the 
rotation, in bejiinnint;' the demonstration where tnie wishes to start with 
all four of the cro]is the Hrst season fertilizers may be applied oii all the 
ran.e-es as follows: full ainoiint prci'cdine- the cowpea year, 3-4 amount 
precedinu' wheat >'ear, 1-l2 amount preceding- the chiver and e-i-ass, and 
1-4 aiiioiiiit ]irecedine' corn. 

Any county liieh scIkhiI or aii.\ public school in Tennessee accredited 
to this university which can nndertaki' these demoiisti'atious with some 
assurance nf success will command the ser\'ices of the university. Such 
services include layiiie out of the ]ilots acfoeablc t(i a plan uniform for 
the entire Stati'; ad\ice by correuspondeiicc with this department and 
with the Kxperinieiit Stati<in; occasional jtersonal inspection: a system of 
rec(irdiiie- results on blank forms furnished by this cleiiartmeiii : and the 
dissemination of results by printed lepnrls and by cdiifcrciicc of teachers. 
Since the l)e|iartnient of Agricultural Education desires to be a eleariog-. 
house for results, criticisms, and. altei-ations foi- all scIkkiIs looking to lis 
for this :iiil and advice, any chani;-es from the plan desieiieil to lessen the 
work sliiiuld lirst cdiue td this dcpartiicn!. The advantaec of a uniform 
system for the entire state, whereby teachers may be able to coninninicate 
li\' letter di- cdiifcreiicc. td re|idrt results (111 a blank pr(i\ ided \>y us for 
permanent record and in makiiii;' possible the distrilnition cif a lirief 
printed ,-iniiual repdrt df al! the schools for the benefit (if all. will appeal 
to all s.\stematic workers. 

Mans other ]ilots can be used to advanta.u'c where time will per- 
mit, to dciiidiistrate aiqirdved varieties and methods especially in gardeii- 
iii.e- but they will be left td the teacher's individual plans. The foregoing' 
three series include all df the demonstrations essential to the course of 
study as iireseiited. 



A MANUAL fOR HIGH SCHOOLS 33 



VI. Conclusion. 

The (|U.-ilitic;iti(iiis for the Mi^ricultui'ist .sliiuiM iiidudi' ( lirsidi's char- 
jicfci-i r(illc^4i:i1i' training in agrii-nltiii-i'. since in iii> ntlicr \navo can the 
ability to apiu-i'ciat,' exactly tlie signilicaiice nf each ai;ficultural tuple 
enmiKTated, tn i;i\'e it its pi'dportinnate space in the genei'al scheme, to 
develop its relation to the gcnei-al sciences, and to utilize it for illustra- 
tion of a sciciititic principle b" acquired. The l)est evidence of such 
(pialilication is a coUeiic det;ree in ai;i-icnlt nre IVoni a good college. 

Since the greatest danger to successful woi-k in agrienltnre in our 
present nietliods of school administration is the uncertain tenure of 
teachers from wliich follows the lialiit of laying down duties at the close 
of the term in .May to lie resume,! if al ;dl noi before September, the board 
cannot give this worlc any greater assurance of success than by engaging 
the agriculturist by the year and as a |iai't of his consideration pi'ovide 
liim a residi'iH/e on the grounds where in addition to liis ])lot worlc lie 
sJiould have at h-ast ten acres in cultivation fm- tlu' double purpose of 
demonstrating successful agriculture and horticulture and of making a 
pi-oHt for his school, ilnch more than this amount is not necessar\- if 
the farms of the locality ai'c used b>- students as their laboratory in which 
to eunilate their teacher and appl.\ his teachings. The burden of respon- 
•sibilitv thus comes where it should, on each individual, and the factm- 
of |iecunia!'y proHt is ])roperly used as a im^ans of success. The instinct 
to look' out for oneself tinanciall\ has certain ethical limits within which 
it is not only allowable but commendable and should be encouraged. Hx- 
pei'icncc has shown that the plan of woi'king a large farm in coiuiection 
with the sciiool is in danut-r of the financial failure that has usually at- 
tended I'omniunistic enterin-ises and 'comm- would violate the ideal 

sought to be ini'ulcated by this manual. l*>ut failure to provide work for 
the sumim-r means a neglec't of demonstration plots — a very bad lesson to 
the community — and a loss of the cumidatixi- value which comes of carry- 
ing ovi'i- into each succesivi' year the acomplishmeiits of previous years. 
Till' expense of eipiipment elsewhere estimated should be acceptable to 
the school boai'd bid'ore the work is begun. 

The author was disposi'd to vei'ify tin' accurac\' and wisdom of cer- 
tain sugL;-estions an<l di'tails liei-i-in set forth of which he is uncertain, with 
the assistance of othci's work'ing in thi' same or related fields bnt knowing 
that timi' and cxpci-icnce ahnie will ]ierfect thi- scheme and that at best 
a i-evisioii will soon In- necessary, submits it for both criticism and use. A 
model laboratiu'y and library after the foreg(niig plan will form a part 
of the i'(pii]uiient of this office for inspection of visitors as well as for 
class use. This e(|uipment is selected within a rigid expense limit sncli 
as is imposed on the average high sehooL 



34 A MANUAL FOR HIGH SCHOOLS 

Siniiinarizcd. the expense of equipping- a sehool for teaehing science 
and aiirieultnre would be about as follows: 

Library ease. $21.00 ; table $5.00 $26.00 

Uooks 42.00 

Laboratory cupboard, 26.00; shelves. 16.00: tables. 4.00 46.00 

Laboratory supplies (as follows) 842.74 

( 'heniicals $35.68 

Cheni. apparatus 52.72 

(Glassware _; 28.16 

Element. Phys 29.65 

Hiology 109.76 

A»Tieultnre 79.90 

Tools 6.87 

Horse. 12:).()0; wao'on. :ir).ll() and tools. 75.00 235.00 



Total $691.74 

It is estimated that other outside expenses of the plots may be paid 
for by profits fi'om the crops. They will include hot bed and cold frames 
and extra team and lalior. The consideration for the use of tlie agricul- 
turists cottage shoidd be computed in fixing' his salary and should be suf- 
ficient to ])a>" a pi-ofit as an investment by the schooL 

Prices and places foi- seeuriiig the seed, fertilizers. a])i)aratus. furni- 
ture and implements called foi' in this manual may be obtained by con- 
sulting the advertising pages of the U. T. Farmer, a monthly .journal' 
devoted to agi'icultural education and jirogress published at the Tiniver- 
sjty of Tennessee. Kiioxville. Tenn.. at 5()e. pel' year. 
All inquirii's should be addressed to 

Josiah ]\Iain. 
Department of Agricultural P^ducation. 

Lniversity of Tenn.. Knoxville. Tenn. 



LIBRfiRY OF CONGRESS 

||||||l(|JLj|nJlli|ll|!lllli:|l|l.ll|i<ll|l<i||li||l|| 111111,1 



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LIBRARY OF CONGRESS 



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Hollinger Corp. 
pH8.5 



